Académique Documents
Professionnel Documents
Culture Documents
Abstract -The research comprehensively assessed the nomothetic validity of unified theory of acceptance and use of
technology (UTAUT) in a voluntary environment with respect to Sri Lankan higher education. State university students in
Sri Lanka who are having online learning experience, were considered, as the target population and the model of this
study was tested with a field sample of 348 students.A measuring instrument with 5-point likert scale has used to obtain
responses. First, the descriptive statistics of the study elaborated the primary data of the analysis. Secondly, the
regression analysis was applied to analyze the relationships demarcated in the theoretical model of the study.
Subsequently, the hypotheses were substantiated, by emphasizing the relationship among antecedents and online course
acceptance. The factors, which are highly influential to enhance the level of technology acceptance of online courses,
were filtered at the end, in order to take necessary management decisions and investments.
Keywords: Technology Acceptance, UTAUT, Online Courses, Information Systems, Behavioral Intention
I. INTRODUCTION
Online courses arein the midst of the newestpedagogical trends. The virtual nature of the online courses, enable learners
to hastilylearn, create and interconnectacademic substancesby achieving a great degree of information coverage,
discountingtime restrictions and proximity (Means et al. 2009; UUK, 2012a). In addition, online courses cost
significantly less than the traditional methodsince the need for resources is shortened(HEA, 2012b). Characteristics such
as tracking capabilities, review capabilities, just in time learning opportunitiesand self-paced learning abilities have made
online coursesmuch more beneficial (Marcum, 2014). Despite the advantages of online courses, the adoption of online
courses in Sri Lankan state educational institutes, as not as anticipated (Budget Estimation 2016 and 2017). In addition,
the attrition rates are relatively high in online courses (Abeysekera, and Perera, 2015; Crompton et al. 2016;Hung, 2012).
At the same time, only few amount of researches on online courses have conducted in Sri Lankan higher educational
context. Therefore, the study attempted to identify the factors affecting the acceptance of online courses by considering
theoretical overlaps and giving more attention to external factors.
In examining the acceptance of IS such as online courses, several models were suggested by past researchers. TRA
(Ajzen and Fishbein, 1980; Fishbein and Ajzen, 1975), TBA (Ajzen, 1985), TAM (Davis et al. 1989), UTAUT
(Venkatesh et al. 2003; Venkatesh et al. 2012), DIT (Rogers, 2003) and IRT (Ram & Sheth, 1989) are prominent among
them. The UTAUT model can be considered as the conceptual foundation of study. Verified constructs, Performance
Expectancy (PE), Effort Expectancy (EE), Social Influence (SI), Facilitating Conditions (FC), Hedonic Motivation (HM)
and Habit (HT) are imbedded to the study. The UTAUT constructs PE and EE may also be viewed as TAMs perceived
usefulness (PU) and perceived ease of use (PEOU), respectively (Venkatesh et al. 2003).PE is define as the degree to
which the individuals believe that the use of the technologies will results in performance gains. EE is the degree of ease
associated with the use of the system. FC is students judgment about the resources, which are offered to use the system.
The FC is acting similar to perceived behavioural control (PBC) in TBA (Ajzen, 1991). The SI is defined as the level to
which students perceive that important others believe that they should do an online course. This variablebehave similar to
subjective norms (SN) in TPB and compatibility in DIT (Venkatesh et al. 2003). HM is the satisfaction gained from
operating the system, while HT defined as the level that users operate the system automatically, owing to experience. The
unique UTAUT variable voluntariness is plummeted, as students actions are completely voluntary, affecting no variance
in the dependent variable. There are seven constructs in the theoretical framework; PE, EE, SI, FC, HM, HT and BI.
Acceptance or Behavioural Intention (BI) can be defined as the level of the intention to use the facility (Ajzen, 1985;
Davis, 1989; Rogers, 2003; Venkatesh et al. 2012). The theoretical model of study discharges six hypotheses in total.
Hypotheses 1, 2, 3, 4, 5 and 6 are mainly proposed based on UTAUT; Venkatesh et al. (2012).
H1: Performance Expectancy arouses the behavioural intention to use online courses.
H2: Effort Expectancy boosts the behavioural intention to use online courses.
H3: Social Influence induces the students intentions to accept online courses.
H4: Facilitating Conditions positively related to students intentions to accept online courses.
H5: Hedonic Motivation positively influence on students intentions to accept online courses.
H6: Habit positively impact on students intentions to accept online courses.
3.1.Data collection
State university students currently enrolled in online diploma courses, in Sri Lanka has taken as the target population of
the study.4878 students were selected out of 25 courses among five universities. The appropriate sample size is 357 and
550 students were chosen by considering the 65% response rate (Crompton et al. 2016; Mansour, 2016; Witt, et al. 2016).
The sample size was determined in relation to Krejcie and Morgan (1970) outcomes. According to Silva et al. (2013),
there are more within the group differences than among group differences, when consider the Sri Lankan higher
educational context. Hence, the simple random sampling was selected in the studywith the benefit ofthe higher
generalizability. Correspondingly, all elements in the population have considered equally as a result of the selected
sampling method (Sekaran and Bougie, 2014).
3.2.Instrument development
The measuring instrument (questionnaire) establishedaccording to thetheoretical background and objectives of the study.
Prominently, Venkatesh et al. (2012), Venkatesh et al. (2003) and Davis (1989) were considered at the operationalization
process (Table 1). It was derived after the reliability and validity test of the original instrument. The finalized instrument
was consisted with two parts (Part 1 and Part 2). Part 1 questions were targeted to obtain the demographic attributes of
the respondents. Part 2 focused to test the model. All the variables belong to Part II measured on five-point Likert-type
scale.
BI = -0.872 + .565 (HT) + .429 (PE) + .471 (EE) + .247 (HM) + .198 (FC)
IV. CONCLUSIONS
This study aimed to develop an UTAUT model to predict and explain students behavioural intentions with regard to
adopting online courses, in the Sri Lankan higher educational context.Firstly, the linear model of the researchelucidated
that the independent constructscaused 84.2% variance in online courses acceptance (dependent variable). Out of all six
independent constructs, HT, PE, EE, HM and FC are significant predictors of Online Courses Acceptance, while the con-
struct SI was not significant. According to the regression outcomes, the Habit (HT) considered as the most influential
independent variable, with representing 0.565 change in BI. The lowermost variance triggered by the constructFacilitat-
ing Conditions (FC) with only 0.198alteration in the acceptance. Secondly, the EFAresultedthree factors as per the Total
Variance Explainedoutcome. Those three constructs explained 71.872% variance via the conceptual model of the study.
Therefore, the EFA outcome indicated that the conventional UTAUT measuring instrument not persistentlyreplicated at
the pragmatic Sri Lankan higher educationalcircumstances.Thirdly, as per the residual plot outcomes, the cantered dis-
persal of the plot of residuals interprets that the estimations and statistical forecasts are reasonable. At the same time,
thehomogeneously scattered residuals vary from smallest to largest prediction movement illuminatedthe less heterosce-
dasticity with identical variance in the acceptance across the range of values of independent variables. Consequently, the
managerial implications based on the research conceptreveal, that the advancements of online course service features
with related toperformance development, easy use, course facilitations, more IS platform practise and motivating features
are imperative to increase the online course acceptance among Sri Lankan university students.
REFERENCES
[1] N. Abeysekera, and M. J. Perera, Model-Based Analysis of Student Satisfaction in Open Distance Learning,
Kelaniya, Sri Lanka. Journal of Management, vol. 4, 2015.
[2] I. Ajzen, From Intentions to Actions: A Theory of Planned Behavior, in Action Control: From Cognition to
Behavior, J. Kuhl and J. Beckmann (eds.), New York: Springer-Verlag, pp.11-39, 1985.
[3] I. Ajzen, the Theory of Planned Behaviour, Organizational Behaviour and Human Decision Process (50:2), pp.
179-211, 1991.
[4]Ajzen, I., & Fishbein, M. (1980). Understanding attitudes and predicting social behaviour. Englewood Cliffs, NJ:
Prentice-Hall.
[5]Bozdogan, H. 1987. Model selection and Akaikes information criterion (AIC): The general theory and its analytical
extensions. Psychometrika, 52: 345370.
[6]Cohen, J., Cohen, P., West, S. G., & Aiken, L. S. (2003). Applied Multiple regression/correlation analysis for the
behavioural sciences (3rd ed.). Mahwah, NJ: Erlbaum.
[7]Crompton, H., Burke, D., Gregory, K. H., & Grbe, C. (2016). The Use of Mobile Learning in Science: A
[8]Davis, F. D., Bagozzi, R. P., & Warshaw, P. R. (1989). User acceptance of computer technology: A comparison of
two theoretical models. Management Science, 35(8), 982-1003.
[9]Davis, F.D. (1989). Perceived Usefulness, Perceived Ease of Use, and User Acceptance of Information
Technology. Mis Quarterly, 13(3), 319-339.
[10]Fishbein, M., & Ajzen, I. (1975). Belief, attitude, intention, and behavior: An introduction to theory and research.
Reading, MA: Addison-Wesley.
[11]Holmbeck, G. N. (1997). Toward terminological, conceptual, and statistical clarity in the study of mediators and
moderators: Examples from the child-clinical and pediatric psychology literatures. Journal of Consulting ,and
Clinical Psychology, 65, 599-610.
[12]Hung, S.Y., Chang, C.M. & Yu, T. J. (2006). Determinants of user acceptance of the e-Government services: the
case of online tax filing and payment system, Government Information Quarterly 23 (1), 97122.
[13]Hung, J. L. (2012). Trends of e-Learning research from 2000 to 2008: Use of text mining and bibliometrics, British
journal of Education Technology, 43 (1): 5-16.
[15]Krejcie, R. V., & Morgan, D. W. (1970). Determining Sample Size for Research Activities.Educational and
Psychological Measurement.
[16]Mansour, E. A. (2016). Use of smartphone apps among library and information science students at South Valley.
[17]Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2009). Evaluation of evidence-based practices in online
learning: A Meta-analysis and review of online learning studies. US Department of Education.
[21]Rogers, E. M. (2003). Diffusion of Innovations (5th ed.). New York, United States of America: Free Press.
[22]Saunders, M., Lewis, P. and Thornhill, A. (2009). Research Methods for Business Students: 5 th Edition.
[24]Silva, D. W. I., Kodikara, P., & Somarathne, R. (2013). Sri Lankan youth and their exposure to computer literacy. Sri
Lanka Journal of Advanced Social Studies, 3(1). doi:10.4038/sljass.v3i1.7127.
[25]UUK (2012a) Patterns and Trends in UK Higher Education 2012. London: Universities UK. Venkatesh, V., and
Davis, F.D. (2000). A theoretical extension of the technology acceptance model: four longitudinal field studies,
Management Science, 186204.
[26]Venkatesh, V., Morris, M. G., Davis, G. B., and Davis, F. D. (2003). User Acceptance of Information Technology:
Toward a Unified View, MIS Quarterly (27:3), pp. 425-478.
[27]Venkatesh, V., Thong, J., & Xu, X. (2012). Consumer acceptance and use of information technology: Extending the
unified theory of acceptance and use of technology. MIs Quarterly, 36(1), 157-178.
[28]Witt, R. E., Kebaetse, M. B., Holmes, J. H., Ryan, L. Q., Ketshogileng, D., Antwi, C., ... & Nkomazana, O.
(2016).The role of tablets in accessing information throughout undergraduate medical education in Botswana.
International journal of medical informatics, 88, 71-77.